An Experimental Study On Russian Students' Acquisition Of Intonation In Chinese Yes-no Question

Based on the intonation pattern theory and the phonetic experiment,this paper studies the intonation performance of Russian students’ Chinese yes-no question in terms of pitch,intensity,and pace.In this paper,we use the Chinese yes-no question with the interrogative mood “ma",the Chinese yes-no question with the interrogative mood "ba",and the Chinese yes-no question sentences without the interrogative mood words as the research corpus.This paper compares the intonation performance of Russian students with that of native speakers,finds out the differences,and analyzes the causes of intonation errors of Russian students in yes-no question in the theory of Chinese teaching as a foreign language.After the speech acoustic experiment and the relative normalization of the data,we found that: Russian students’ mood words of “ma” “ba” top line,bottom line higher than the native in the sentence pitch range.This is because Russian students are lack of knowledge of the interrogative can be expressed by word “ba”at the end of the Chinese sentence,and it is influenced by the general interrogative sentence in Russian.There are two kinds of tendencies at the end of word delay rate in Russian students,which are the still drop and rise and fall.This is due to the Russian students’ lack of mastery of Chinese sentences in rhythmic words,not aware of a rhythmic word within the end of the word pause should be the longest.Russian students have not fully grasped the rule of “lengthening the length of time before the boundary of Chinese prosody words”.Different from the native speakers,the inner tone of the second word and the last word intensity in the Russian students is weakened.This indicates that Russian students have not yet mastered the rule of “enhancement of pretone intensity at the boundary of Chinese prosody words”.Russian students cannot connect the three elements of pitch,length and intensity in the process of Chinese tone acquisition,and learn each element in isolation.Finally,we propose the following teaching strategies according to the comparison results of the speech experiment: increasing the amount of class hours,paying attention to phonetic teaching;starting from students,taking students as the basis;reasonably applying the existed teaching methods,such as listening and speaking approach,comparison,exaggeration,demonstration,etc.Through the above research,we expect to promote the study of Chinese intonation of Russian students,and can provide effective suggestions for the Chinese teaching of Russian students.